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N Paget

Publications and source records attributed to N Paget.

4 recordsLinked to original sources
PubMed2001

Country report: Australia.

The last 10 years has been an interesting time for Australian medical education despite reduced funding. WORKFORCE: There are five main workforce trends: a rural/urban maldistribution, a need for more specialists, public hospital staffing difficulties, increasing female practitioners and under-representation of indigenous practitioners. ISSUES FACING THE DEANS: Lack of resources is a problem facing Deans, with pressure for clinical service in teaching hospitals. Entrepreneurial activities have been undertaken including the enrollment of overseas students. Medical schools have also responded to important government initiatives. DEVELOPMENTS IN MEDICAL EDUCATION: Australia's 11 medical schools have undergone significant reform in the last decade. There is a mix of four (graduate), five and six year courses. AUSTRALIA'S NEW MEDICAL SCHOOL: James Cook University opened the first medical school in northern Australia in 2000. The School admits students from rural, northern Australian and indigenous backgrounds. It has a strong regional mission. RURAL AND COMMUNITY-BASED EDUCATION: Government funding to address the maldistribution of the workforce has led to the establishment of rural clubs, Departments of Rural Health and community-based programs. THE FIRST TWO POSTGRADUATE YEARS: There have been recent moves to improve education in the two years following graduation. This includes the initiation of national projects in curriculum and assessment. POSTGRADUATE AND CONTINUING MEDICAL EDUCATION: Postgraduate programs in Australia are being reformed to build on the changes in undergraduate education. CME is also under review. CONCLUSION: Australian medical educators should build on the recent reforms and take on some of the new directions in medical education.

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PubMed1990

Role play for the clinical tutor: towards problem-based learning.

A method of helping students learn paediatrics was developed utilizing role play as a stimulus to problem-based learning to arrive at a diagnosis. The tutor briefly stated a common paediatric problem and then took on the role of the patient and/or child, allowing himself to be interviewed by students working co-operatively in a group. This process was interrupted by the students to discuss their progress and to determine what further information was required. A suitable patient was available to be examined if requested by the students. Although there was an initial tendency on the part of students to regard the exercise as 'unreal', they delighted in refining their communication skills and trying out their skills in problem solving. The tutor had to adopt a non-traditional role, as he was not directing the students or interrupting, so as to 'teach' the students more efficient information-gathering techniques or to correct any error made. The students were able to define and complete set tasks which they derived out of the session. The introduction of this technique encourages independent learning and the acquisition of problem-solving skills, and the students enthusiastically accepted this novel way of learning. The ready availability and versatility of the tutor allowed him to be used as the principal resource, and did away with the need for (and the additional expense of) specially constructed problem-based learning units, often unavailable in most departments. The method is described in detail so that other clinical tutors may feel encouraged to adopt a similar strategy.

Australia↗